How Do Children Play Together

As an early years practitioner you will recognise that children’s play is closely linked to their learning and development. Children learn in so many different ways but you will notice that they learn mainly through play. When children are able to do many different activity’s that allows them to lean but have fun at the same time thy will find what they are doing fun and will engage the children. It is important that when in you your setting you set up a variety of educational activity’s this way the children will be able to choose freely what they want to do.

Play for a child is an opportunity to develop the skills needed to form relationships with

Making relationships: children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.”

The type of play depicted is solely organized by the children themselves and is an important experience all children must undergo. This is because it teaches them teamwork skills that become more vital as they mature such as sharing, organization, and conflict resolution. Furthermore, it can even teach them how to be independent as play time alone can launch them into imaginary play, creating characters, settings,

Pretend play, also known as creative play, imaginative play, and make-believe play begin during infancy from 11 months to 18 months in typically developing children. Pretend play begins to change into other types of play between the ages of 10 and 12 years. When children are playing pretend, it appears as if an inanimate object is real, creating a situation as if there is more going on than what is literally happening. Examples of pretend play can include but not limited to; playing “mom and dad”, play shopping, play cooking, and playing dress-up. Pretend play can be seen as a thinking skill, as children have to understand the meaning of what is happening. This type of play can be seen in a variety of environments such as day care centres, kindergarten classes, elementary school, households etc. The overall aim of the study was to examine the frequency of pretend play in children between the ages 11 months to 10 years of age. The cognitive-developmental perspective focuses on how

The idea of “play” is also discussed in this video and is important to babies and children’s development. When children and babies play, they are actually conducting a series of experiments. According to Gopnik, letting children and babies play is significant to their development because it allows for “counterfactual thinking, which is the idea of babies and children thinking of different possibilities.” (Gopnik, Alison. “Let the Children Play, It’s Good for Them!”

Playing helps children grow and understand the world around them. The benefits from ‘playing’ for children is that they also learn how to socialize with parents and peers and it is an important and crucial part of their development. Also, children are always learning

Play contributes to children’s “physical, emotional and social well-being” (Else, 2009, p.8) and through play, the child’s holistic development and well-being is being constantly accounted for as is it led by the individual. The child decides what s/he wants to do and does it; it is

In “Children Need to Play, Not Compete”, the author Jessica Statsky stated that imposition of children’s sports into adult standard by parents and coaches to their children, can make these sports unenjoyable and unbeneficial to children. She said that these sports such as Peewee Football and Little League Baseball can have harmful effects on both physical and psychological states of children ages six to twelve because it is played competitively thus inappropriate to their ages. In addition, because of the coaches’ and parents’ value for competition and winning, many of the children were eliminated before they become ready to face the completion thus, they didn’t really succeed in discovering the true potentials of the children.

Play is important in a child’s development. Play allows the child to be creative in their own way. Children engage in play activities every day. The article, Assessing and Scaffolding Make-Believe Play, discusses the value of play. Through play children are able to enhance their language development, cognitive abilities, positive social interactions, problem-solving skills and participate in imaginative play with their peers. Pretend and Make-Believe Play are great areas to observe during child’s day. As you are observing the play something’s you may notice are; the child using objects in a make believe way, creating imaginative play with their peers and is there any interactions going on between the children?

Make-Believe Play is also known as pretend play. It is a loosely structured form of play that usually includes role-play, object substitution and rhetorical behavior. Social-Emotional Development is a child’s experience, expression, and management of emotions. It also is the ability to establish positive and rewarding relationships with others. Make-Believe Play is extremely important component in a child’s life. When a child participates in Make-Believe play, they are actively analyzing social and emotional positions in life. Through Make-Believe play, they learn how to alternate turns, share responsibility, and productively problem-solve with one another.

A small number of young children are playing together in a toy kitchen in one of the children bedrooms located in a home setting. The children - pseudonym used- include a 2 year old girl Quinn along with her friends Ava (4) and her sister Keira (20months). These two girls (Ava and Keira) are dropped off at a family friends house while their mother goes at work. The caregiver then takes them to kindergarten. A mother of a child was observing the children while they were playing together. These children are using a form of play called pretend play. This involves using their imagination and social skills as they are role playing, for instance a parent. Children often do this as they are making sense of what occurs in

Through play, children are also able to form relationships with their peers, therefore developing socially. They are able to “learn how to work in groups, to share, to negotiate, to resolve conflicts, and to learn self-advocacy skills” all of which are important skills in a child’s world as well as the adult world (Ginsberg 183). This is especially prevalent in young school age children, who have had relatively few social encounters without the presence of their parents before entering school. These young children will often make life time friends by sharing a popular treat at snack time or borrowing a color crayon to another child who has broken theirs.

Providing children with free time to engage in imaginative and creative play allows the child to develope a higher self steem and brings out the leadership skills they may have within. Also allowing a child to have open creative time, may allow better communication and alternative forms of expression.

Play tests the ability of the children to be able to develop ideas around places and objective. The pretend play assists children in developing important critical thinking and evaluative skills. For instance, the board games tech the children importance concept such as waiting, turn-taking and socialization with other students. Children during play use gross and fine motor skills and react socially to each other. The children thinking what they are going to do and use language to communicate with one another and they respond emotionally to the activities.